In this conceptual article, I use five questions that were posed in 1936 about immigration and the education of immigrant children as a lens to examine contemporary perspectives on immigration and the education of immigrant children. Dispelling myths about immigrant students and English learners has been a consistent concern in our country. These myths challenge preservice teachers' abilities to create culturally and linguistically responsive classrooms. Examining the historical and contemporary myths about immigration and immigrant children aids our understanding of the embedded sociocultural-political landscape from which preteacher educators originate, as well as their understanding of their potential to dispel or solidify myths as they transition into the role of teacher. Additionally, understanding myths associated with immigration and immigrant students bolsters preservice teachers' dispositions toward culturally and linguistically responsive instruction.